scholarly journals Online Radicalism, When Online Surfing Leads to Suffering

2020 ◽  
Vol 21 (1) ◽  
pp. 109
Author(s):  
Imam Malik ◽  
Khoirul Anam ◽  
Sukron Ma’mun
Keyword(s):  
National Survey ◽  
Terrorist Group ◽  
After School ◽  
Online Media ◽  
School Program ◽  
The Real ◽  
Terrorist Groups ◽  
After School Program ◽  
Online Recruitment ◽  
Osama Bin Laden

The development of online media has long played big roles in the spreading of intolerance and radicalism, in some levels, the online media is also used as a media to spread propaganda and to conduct online recruitment. Data compiled by Gabriel Weimann shows that radical groups use online media seriously to spread their wings in influencing and asking people to joint their movement. In 1998, radical-terrorist groups only had 12 sites, while in 2003 they had 2.650 sites. The number increased so high in 2014 where these groups are known to have more than 9.800 sites. The shifting place, from offline to online, used by radical groups to conduct their activities impacts to the targets they aim; online radicalism targets youth to become ‘jihadis’. A national survey conducted by Wahid Foundation on potency of intolerance and radicalism in Rohis (an after-school program focused on Islamic spirituality) shows this fact; 33% Rohis put terrorist suspect like Amrozi, Imam Samudra, Abu Bakar Ba’asyir, and Bahrun Na’im as the living example of Muslim practicing the real jihad. 37% believes that Osama bin Laden died syahid, 6% of them even support international terrorist group, ISIS. The article is designed to analyze how radical groups use online media to radicalize youth, as well as supporting factors surrounding the live of youth, especially in big cities of Indonesia.

Expanding after School Program Access for Vulnerable Students: Examining the Efficacy of Federal Policy and Funding

2021 ◽  
pp. 001312452110045
Author(s):  
Susan K. Klumpner ◽  
Michael E. Woolley
Keyword(s):  
Low Income ◽  
Binary Logistic Regression ◽  
After School Programs ◽  
Lower Percentage ◽  
After School ◽  
School Program ◽  
Logistic Regression Models ◽  
School Programs ◽  
After School Program ◽  
Low Income Families

After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e.g., fee-based, 21st CCLC, and other types) using binary logistic regression models. I n a sample of schools ( n = 1,601) surveyed by the National Center on Education Statistics 2008 FRSS, we found that under-resourced schools had lower odds of having a 21st CCLC program and higher odds of having a fee-based after school program (than schools with a lower percentage of students receiving FARM). That is counter to the stated goals of the 21st CCLC program. These findings highlight the need for a re-prioritization of 21st CCLC funding such that financial assistance provided to schools to support after school programs is allocated to schools serving students from low income families and communities.

Lift for Life: Exploring Weightlifting as an After-School Program

Strategies ◽  
2021 ◽  
Vol 34 (1) ◽  
pp. 29-36
Author(s):  
Victoria El’Azar ◽  
Cathy McKay
Keyword(s):  
After School ◽  
School Program ◽  
After School Program

Utilizing Guided Discovery to Promote Transfer of Responsibility Values in Young Children

2021 ◽  
pp. 1-10
Author(s):  
Robin J. Dunn
Keyword(s):  
Teaching Style ◽  
Third Graders ◽  
After School ◽  
School Program ◽  
Guided Discovery ◽  
Activity Program ◽  
After School Program ◽  
Personal And Social Responsibility ◽  
Responsible Behaviors ◽  
Heavy Dose

Purpose: In a Teaching Personal and Social Responsibility (TPSR) program, Hellison noted that transferring responsibility values to areas beyond the gym was the most important aspect of a responsibility-based program. The purpose of this study was to examine how the use of guided discovery strategies in a TPSR program impacts and promotes how elementary students construct meaning and action related to responsibility values. Method: The participants were 12 second and third graders who attended an underserved public elementary school and were part of an after-school program. In the TPSR program, participants engaged in cooperative activities and researcher-led discussions, using the guided discovery teaching style, to promote transfer of life skills. Results: The findings indicate that the students better understood the meaning of responsible behaviors following an 8-week TPSR after-school program that included a heavy dose of the guided discovery teaching style. This, in turn, suggests that the guided discovery teaching style served to stimulate the transfer of these responsibility behaviors beyond the program. Discussion and Conclusion: Transfer is challenging to facilitate. Having a program that uses the scaffolded approach of guided discovery may be a key component in transferring responsible behaviors to areas outside of a physical activity program.

Cosmopolitan Literacies of Belonging in an After-school Program With Court-Involved Youths

2014 ◽  
Vol 57 (7) ◽  
pp. 538-548 ◽  
Author(s):  
Lalitha Vasudevan ◽  
Kristine Rodriguez Kerr ◽  
Melanie Hibbert ◽  
Eric Fernandez ◽  
Ahram Park
Keyword(s):  
After School ◽  
School Program ◽  
After School Program ◽  
Court Involved
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